This case study of an inclusive classroom examined neurotypical (NT) children’s perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships or as instrumental partnerships. We also examined four naturally occurring mixed friendships between young children with and without disabilities. In these mixed dyads, several factors influenced the quality of the friendships, including the opportunity to engage in similar activities, the social status of the NT child, and the social skills of both children. Educational implications and suggestions for further research are included.

中文翻译：

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课堂上的复杂友谊：神经质儿童对患有自闭症谱系障碍的朋友的看法

这个包容性课堂的案例研究考察了神经典型 (NT) 儿童对与自闭症谱系障碍 (ASD) 同学关系的看法。通过观察和访谈收集数据。研究结果表明，在综合教室中，北领地儿童与其患有自闭症谱系障碍的同学之间的社会关系以两种不同的形式呈现，要么是友谊，要么是工具性伙伴关系。我们还研究了残疾和健康幼儿之间自然产生的四种混合友谊。在这些混合的二人组中，有几个因素影响了友谊的质量，包括参与类似活动的机会、NT 孩子的社会地位以及两个孩子的社交技能。其中包括教育意义和进一步研究的建议。